ФОРМУВАННЯ МОВЛЕННЄВИХ УЯВЛЕНЬ У ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ ПРО РІЗНІ ТИПИ ТЕКСТУ (ОПИС, РОЗПОВІДЬ, РОЗДУМ)

Abstract

The question of the formation of speech concepts in older preschool children about different types of text in speech development classes was highlighted. The subject of the study: pedagogical conditions for the formation of speech ideas about text types The author attributes the following provisions to the methodological principles of building an experimental program for the formation of speech ideas in older preschool children about different types of text: the unity of sensory and rational knowledge of the environment; the relationship and interdependence of the development of language, coherent speech and logical thinking; the process of creating a coherent statement relies on the awareness of the speech skills of constructing different types of text (description, narrative, reflection). The purpose of the research: to study effective pedagogical conditions for the formation of speech ideas about text types. As a result of the theoretical analysis of the literature, the concept of "speech ideas about text types" was clarified, its essence and features were revealed, by this concept the author understands primary speech generalizations, the content of which is knowledge about the characterological features of the text, its structure, means of communication, lexical and grammatical content. This generalized form is based on understanding the connections and relations of the environment, which reflect the logic of knowledge of objects, phenomena, events in an adequate typical design. The program of the experimental model proposed by the author, which consisted of a staged organization of experimental training, allowed children to develop a sufficient degree of formation of speech ideas about different types of text (description, narrative, reflection), ensured the composition of one or another type of text given by the conditions of communication, contributed to mastering the logical and semantic organization of the text. In the opinion of the author, the optimal form of development and formation of speech ideas about text types in older preschool children is a specially organized system-speech activity and environment, which are aimed at the active cognitive activity of the child, which contribute to the complex perception of various forms of presentation and their actualization in natural speech communication. The author sees the prospect of further research in the content filling of successive stages of the formation of the abilities of older preschool children to compose different types of text in integrated classes.